ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS

Naomi Robinson, Roza Leikin

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We analyze teacher participation in LS to identify the main mechanisms leading to changes in teaching observed between the 2 lessons. We argue that collaborative noticing, collaborative awareness, and brainstorming are the core mechanisms of teacher change in the course of LS.

Original languageEnglish
Pages (from-to)139-161
Number of pages23
JournalInternational Journal of Science and Mathematics Education
Volume10
Issue number1
DOIs
StatePublished - Feb 2012

Keywords

  • brainstorming
  • collaborative awareness
  • collaborative noticing
  • lesson quality
  • lesson study
  • mathematical task

ASJC Scopus subject areas

  • Education
  • Mathematics (all)

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